Training and Support for the New Laptops Received by Teachers
At the beginning of this school year, the teachers were all given brand new HP laptops with Windows 7 Professional installed. I was recently hired as a sixth grade teacher, partly on my technology skills. This school was in late stage 3 and early stage 4 of the common duties needed to provide access to technology (Williamson & Redish, 2009, p. 159-162). These stages are training in the newly acquired technology as well as maintenance and troubleshooting.
I quickly realized that most of the teachers were barely computer literate. There is a large portion of teachers who are techno-phobic. There are also very few young teachers that are familiar with technology. The bottom line is that there were lots of digital immigrants who had never really immigrated (Prensky, 2001).
I have had to do the most basic tasks, such as insert a CD to install printer software. The computers are set up so that the users are not an administrative account. That means they cannot install any software without a password. I am one of the only people with the password. I spent hours just validating Windows on different laptops and installing printer drivers from a CD.
Outside of being the default tech person, I was very busy with my own students. I was teaching a new grade level, at a new school, with an all new curriculum. I was starting to burn out just doing all the little tasks on the computers that most of the teachers were unable to do, like update software. I decided to spread the word thatI would be available on a certain date after school and if anyone was having computer issues the could come then and I would try and take care of it. This worked like a charm. As we were waiting for a download or something to install I could be assisting someone else.
Since that time, the workload has been lighter. But I am still averaging a couple hours a week just taking care of the laptops. One of the biggest surprises to me has been how there is no one else here who is the least bit technologically savvy. Again, it is a small school with a very senior population. In fact it is one of those great schools that teachers stay at and retire from. I have 15years seniority and I am not even halfway on the seniority list!
But it is exciting as I get to share many of the ideas and technologies that I have learned about in this program. People are starting to see the possibilities and I have been asked to do some technology training in the future.
Self-Assessment
I have had Apple computers at home and at work. I had to really learn how to use Windows 7 and be able to problem solve and troubleshoot. I found that the operating systems are not as different as I had thought. I am also learning how to help bridge the digital divide with older adults. It has been a challenge going from wanting to be use the new skills I am learning in this program to helping people learn how to select a printer. I have tried real hard to always be gracious.
Learn as a Learner
I want to use all the adult learner strategies I know to help the teachers master not just the laptop itself but to expand into using it with their students to enhance learning. I think I am doing a good job of helping the teachers become self-sufficient. Today, in fact, I had a teacher proudly tell me how she got her printer to work again. This activity has been much more about interacting with my fellow teachers than troubleshooting hardware. That is where the real challenge lies.
Lifelong Learning Skills
I have discovered through this process how much I don’t know. Not just about Windows but about the LAN, wireless, and interfacing with district systems. In the future, I will continue to encourage and assist them as they become more and more familiar with their laptops and educational technology in general. I will continue to learn about how to integrate technology in the classroom, especially the best way to integrate web 2.0 (Solomon & Schrum, 2007).
Implementing the ISTE Indicators
TF-I.A.1: “Assist teachers in the ongoing development of knowledge, skills, and understanding of technology systems, resources, and services that are aligned with district and state technology plans” (Williamson & Redish, 2009. p 224). This is the first time most of the teachers have had a laptop they could use to plan lessons. I am showing them how to use web resources that address the content standards.
TF-I.A.2: “Provide assistance to teachers in identifying technology systems, resources, and services to meet specific learning needs” (Williamson & Redish, 2009. p 224). I have showed them how they can use programs such as PowerPoint and iMovie.
TF-II.A.3: “Assist teachers as they use technology resources and strategies to support the diverse needs of learners including adaptive and assistive technology” (Williamson & Redish, 2009. p 225). I have demonstrated how to use technology to differentiate instruction.
TF-II.C.2: “Model technology integration using resources that reflect content standards” (Williamson & Redish, 2009. p 226). I introduced them to webquests and how they can be used to support the content standards.
TF-V.D.1: “Model the use of telecommunications tools and resources for information sharing, remote information access, and multimedia/hypermedia publishing in order to nurture student learning” (Williamson & Redish, 2009. p 233). I shared PowerPoint presentations my students did based on the unit theme for our ELA program.
TF-V.D.2: “Communicate with colleagues and discuss current research to support instruction, using applications including electronic mail, online conferencing, and Web browsers” (Williamson & Redish, 2009. p 233). I assisted the teachers in setting up their web browsers to easily access district websites and information.
TF-VI.B.1: “ Assist teachers in selecting and applying appropriate technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities” (Williamson & Redish, 2009. p 234). I have demonstrated how to use technology to differentiate instruction
TF-VI. C.1: “Assist teachers in selecting and applying appropriate technology resources to affirm diversity and address cultural and language differences” (Williamson & Redish, 2009. p 235). I demonstrated how much of the content online is bilingual or available in Spanish.
TF-VI.D.1: “Assist teachers in selecting and applying appropriate technology resources to promote safe and healthy use of technology” (Williamson & Redish, 2009. p 235). I discussed the district firewall and web-filter with the teachers.
TF-VII.A.4: “Model integration of software used in classroom and administrative settings including productivity tools, information access/telecommunication tools, multimedia/hypermedia tools, school management tools, evaluation/portfolio tools, and computer-based instruction libraries” (Williamson & Redish, 2009. p 236). I assisted them in setting up their laptops to access the attendance and grading system.
TF-VIII.D.2: “Conduct an evaluation of a school technology environment” (Williamson & Redish, 2009. p 239). I have had to inventory working printers and ink cartridge stock.
TF-VIII.D.6: “Discuss the elements of and strategies for developing a technology strategic plan” (Williamson & Redish, 2009. p 240). I assisted the principal in determining allocation of technology.
References:
Prensky, M. (2001). Digital native, digital immigrants: Part 1. On the Horizon, 9(5), 1-6 Solomon, g., & Schrum, L. (2007). Web 2.0:New schools, new tools. Eugene, OR:International Society for Technology in Education.
Williamson, J., & Redish, T. (2009). ISTE’s technology facilitation and leadership standards:What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education
Activity #13
Training and Support for the New Laptops Received by Teachers
At the beginning of this school year, the teachers were all given brand new HP laptops with Windows 7 Professional installed. I was recently hired as a sixth grade teacher, partly on my technology skills. This school was in late stage 3 and early stage 4 of the common duties needed to provide access to technology (Williamson & Redish, 2009, p. 159-162). These stages are training in the newly acquired technology as well as maintenance and troubleshooting.
I quickly realized that most of the teachers were barely computer literate. There is a large portion of teachers who are techno-phobic. There are also very few young teachers that are familiar with technology. The bottom line is that there were lots of digital immigrants who had never really immigrated (Prensky, 2001).
I have had to do the most basic tasks, such as insert a CD to install printer software. The computers are set up so that the users are not an administrative account. That means they cannot install any software without a password. I am one of the only people with the password. I spent hours just validating Windows on different laptops and installing printer drivers from a CD.
Outside of being the default tech person, I was very busy with my own students. I was teaching a new grade level, at a new school, with an all new curriculum. I was starting to burn out just doing all the little tasks on the computers that most of the teachers were unable to do, like update software. I decided to spread the word thatI would be available on a certain date after school and if anyone was having computer issues the could come then and I would try and take care of it. This worked like a charm. As we were waiting for a download or something to install I could be assisting someone else.
Since that time, the workload has been lighter. But I am still averaging a couple hours a week just taking care of the laptops. One of the biggest surprises to me has been how there is no one else here who is the least bit technologically savvy. Again, it is a small school with a very senior population. In fact it is one of those great schools that teachers stay at and retire from. I have 15years seniority and I am not even halfway on the seniority list!
But it is exciting as I get to share many of the ideas and technologies that I have learned about in this program. People are starting to see the possibilities and I have been asked to do some technology training in the future.
Self-Assessment
I have had Apple computers at home and at work. I had to really learn how to use Windows 7 and be able to problem solve and troubleshoot. I found that the operating systems are not as different as I had thought. I am also learning how to help bridge the digital divide with older adults. It has been a challenge going from wanting to be use the new skills I am learning in this program to helping people learn how to select a printer. I have tried real hard to always be gracious.
Learn as a Learner
I want to use all the adult learner strategies I know to help the teachers master not just the laptop itself but to expand into using it with their students to enhance learning. I think I am doing a good job of helping the teachers become self-sufficient. Today, in fact, I had a teacher proudly tell me how she got her printer to work again. This activity has been much more about interacting with my fellow teachers than troubleshooting hardware. That is where the real challenge lies.
Lifelong Learning Skills
I have discovered through this process how much I don’t know. Not just about Windows but about the LAN, wireless, and interfacing with district systems. In the future, I will continue to encourage and assist them as they become more and more familiar with their laptops and educational technology in general. I will continue to learn about how to integrate technology in the classroom, especially the best way to integrate web 2.0 (Solomon & Schrum, 2007).
Implementing the ISTE Indicators
TF-I.A.1: “Assist teachers in the ongoing development of knowledge, skills, and understanding of technology systems, resources, and services that are aligned with district and state technology plans” (Williamson & Redish, 2009. p 224). This is the first time most of the teachers have had a laptop they could use to plan lessons. I am showing them how to use web resources that address the content standards.
TF-I.A.2: “Provide assistance to teachers in identifying technology systems, resources, and services to meet specific learning needs” (Williamson & Redish, 2009. p 224). I have showed them how they can use programs such as PowerPoint and iMovie.
TF-II.A.3: “Assist teachers as they use technology resources and strategies to support the diverse needs of learners including adaptive and assistive technology” (Williamson & Redish, 2009. p 225). I have demonstrated how to use technology to differentiate instruction.
TF-II.C.2: “Model technology integration using resources that reflect content standards” (Williamson & Redish, 2009. p 226). I introduced them to webquests and how they can be used to support the content standards.
TF-V.D.1: “Model the use of telecommunications tools and resources for information sharing, remote information access, and multimedia/hypermedia publishing in order to nurture student learning” (Williamson & Redish, 2009. p 233). I shared PowerPoint presentations my students did based on the unit theme for our ELA program.
TF-V.D.2: “Communicate with colleagues and discuss current research to support instruction, using applications including electronic mail, online conferencing, and Web browsers” (Williamson & Redish, 2009. p 233). I assisted the teachers in setting up their web browsers to easily access district websites and information.
TF-VI.B.1: “ Assist teachers in selecting and applying appropriate technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities” (Williamson & Redish, 2009. p 234). I have demonstrated how to use technology to differentiate instruction
TF-VI. C.1: “Assist teachers in selecting and applying appropriate technology resources to affirm diversity and address cultural and language differences” (Williamson & Redish, 2009. p 235). I demonstrated how much of the content online is bilingual or available in Spanish.
TF-VI.D.1: “Assist teachers in selecting and applying appropriate technology resources to promote safe and healthy use of technology” (Williamson & Redish, 2009. p 235). I discussed the district firewall and web-filter with the teachers.
TF-VII.A.4: “Model integration of software used in classroom and administrative settings including productivity tools, information access/telecommunication tools, multimedia/hypermedia tools, school management tools, evaluation/portfolio tools, and computer-based instruction libraries” (Williamson & Redish, 2009. p 236). I assisted them in setting up their laptops to access the attendance and grading system.
TF-VIII.D.2: “Conduct an evaluation of a school technology environment” (Williamson & Redish, 2009. p 239). I have had to inventory working printers and ink cartridge stock.
TF-VIII.D.6: “Discuss the elements of and strategies for developing a technology strategic plan” (Williamson & Redish, 2009. p 240). I assisted the principal in determining allocation of technology.
References:
Prensky, M. (2001). Digital native, digital immigrants: Part 1. On the Horizon, 9(5), 1-6 Solomon, g., & Schrum, L. (2007). Web 2.0:New schools, new tools. Eugene, OR:International Society for Technology in Education.
Williamson, J., & Redish, T. (2009). ISTE’s technology facilitation and leadership standards:What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education